The leadership team has maintained the good quality of education in the school since the last inspection. Since you became headteacher in April 2016, you have developed a school ethos that values pupils as individuals. The school’s motto, ‘Achieve, Believe, Care’, captures your vision perfectly and is at the heart of everyone’s work. As a result, St George’s Catholic Primary School is a happy and harmonious community in which pupils flourish. There have been considerable changes in staffing since the last inspection, including at senior leadership level. You and the governing body have ensured that these changes have not limited pupils’ progress. Senior leaders are knowledgeable and lead their areas of responsibility effectively. Together, you have developed a strong and cohesive team of teaching and support staff. Staff morale is high and pupils achieve well. You and senior leaders have an accurate understanding of what the school does well and what could be even better. This is because you make regular checks on the quality of teaching and pupils’ progress. Your pragmatic self-evaluation means there is a constant drive for improvement and a determination that all pupils will achieve. Parents are overwhelmingly supportive of the school. All of the parents who responded to Ofsted’s online questionnaire, Parent View, stated that their children are taught well and make good progress. The parents I spoke to commented about the school’s ‘family feel’, the high level of care for pupils and how well staff meet individual pupils’ needs, including those who have special educational needs (SEN) and/or disabilities. Pupils enjoy coming to school and attend well. They have positive attitudes and show a real desire to learn. Pupils concentrate well, work hard and listen attentively in lessons. They are proud of their school and learn to be caring, confident individuals who show respect for others. You and the staff have addressed the areas for improvement from the last inspection well. Pupils receive regular feedback during lessons to help them to improve their work. Pupils say they find this feedback helpful. As one pupil explained, ‘When we make mistakes, teachers will help us.’ Children in the early years have individual ‘smarty pants’ targets to address their next steps in learning. Children enjoy the challenge these targets provide and busily work towards them during independent learning time. Pupils in key stage 1 work towards group targets, which encourages them to take increasing responsibility for their learning. Governors share your commitment and ambition. They receive detailed information about leaders’ actions and gain first-hand insights into the school’s effectiveness through regular contact with staff, pupils and parents. They have received training to extend their understanding of data relating to pupils’ attainment and progress. Consequently, governors are clear about the school’s strengths and areas for improvement. Safeguarding is effective. Leaders and governors have ensured that safeguarding arrangements are fit for purpose. They have recently commissioned an external review of this aspect of the school’s work to ensure that practices are strong. Staff receive regular training and leaders make checks to ensure that everyone understands their safeguarding roles and responsibilities. As a result, staff are vigilant for any signs that a pupils’ safety or welfare might be at risk. They use the school’s agreed procedures to report any concerns about pupils’ safety or welfare in a timely manner. Leaders respond quickly to these concerns and make referrals to external agencies, when necessary. Pupils I met during the inspection were keen to tell me that they and their peers feel safe in school. They told me that if they are worried about anything, they can speak to an adult or use the ‘let’s talk’ box in the library. Pupils understand the different forms of bullying. They say that bullying is rare and that, if it happens, adults resolve it quickly and ‘put everything right’. Staff teach pupils to stay safe in a variety of different ways, for example, pupils in Year 5 complete a ‘bikeability’ course to learn how to stay safe when cycling on the road. As a result, pupils understand how to keep themselves safe in a range of situations. They know how to use the internet safely and responsibly, including not sharing their personal information online and reporting anything that makes them feel uncomfortable to an adult.